GEOGRAPHY
A Curriculum Framework for Seventh-day Adventist Secondary Schools
A CKNOWLEDGEMENTS
The South Pacific Division Curriculum Unit has enlisted the help of a number of teachers and
lecturers in preparing this document. We would like to thank all who have contributed time,
ideas, materials and support in many tangible and intangible ways. In particular, the following
people have helped most directly in the writing and editing of this document:
First Edition
Steven Cuthbert
Deidre Hough
Rodney Krause
Avril Lockton
Harwood Lockton
David McClintock
Owen Robinson
Philip Ryrie
Mark Vodell
Adelaide Adventist High School
Lilydale Adventist Academy
Avondale College
Avondale Adventist High School
Avondale College
South Pacific Division Curriculum Unit
Newcastle Adventist High School
Sydney Adventist High School
Carmel Adventist College
Second Edition
Rada Afele
Steven Cuthbert
Paul Fua
Avril Lockton
Sydney Adventist College
Central Coast Adventist School
Sydney Adventist College
Avondale Adventist High School
It is our wish that teachers will use this document to improve their teaching and so better
attain the key objectives of Seventh-day Adventist education.
Sincerely
Barry Hill
Director Secondary Curriculum Unit
South Pacific Division
Seventh-day Adventist Church
Department of Education
148 Fox Valley Road
WAHROONGA NSW 2076
2
May1997
Second Edition
T ABLE of C ONTENTS
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A Philosophy of Geography .
Rationale .
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Values-Oriented Objectives .
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SECTION 2 THE PLANNING PROCESS
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Steps in Planning A Unit
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Guidelines for Planning a Unit
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Sample Unit Summary — Population
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Unit – Aboriginal Use of the Environment .
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Development of Geographical Programs & Units using this Framework .
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ACKNOWLEDGEMENTS
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WHAT IS A FRAMEWORK?
Objectives of the Framework .
USING THE FRAMEWORK .
SECTION ONE: PHILOSOPHY
SECTION 3 UNIT PLANS
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Geographical Skills
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Teaching the Key Competencies .
Sample Yearly Planners
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Appendix 4 – Values Summary Chart
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SECTION 4 APPENDICES
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W HAT IS A F RAMEWORK?
Adventist Framework
In the Adventist secondary school context, a ‘framework’ is a statement of values and
principles that guide curriculum development. These principles are derived from Adventist
educational philosophy which states important ideas about what is real, true and good.
In attempting to present an Adventist perspective, it is clearly understood that some aspects
of a course may be taught in similar fashion, no matter where it is taught — state or Christian
school. Therefore the objectives and content of many topics taught in Adventist schools may
initially seem little different from state syllabi, merely because the content appears relatively
neutral in philosophical terms. However, in Adventist schools, there will in fact be differences
in approach for most of these topics. These differences will stem largely from the underlying
philosophy.
The framework is not designed to do the job of a textbook. Although it contains lists of
objectives, skills, and teaching ideas, the main emphasis is on relating values and methods
of thinking to teaching topics.
OBJECTIVES OF THE FRAMEWORK

One objective of the framework is to show how valuing, thinking and other learning skills
can be taught from a Christian viewpoint. The Adventist philosophy of geography
influences this process.

A second is to provide some examples of how this can be done. The framework is
therefore organised as a resource bank of ideas for subject planning relating to values
and skills of thinking and learning geography, so it is intended to be a useful planning
guide rather than an exhaustive list of “musts”.
The framework has three target audiences:
All geography teachers in Adventist secondary schools. These teachers are attempting to
bring together values and learning and thinking skills as they implement an underlying
Adventist philosophy in their teaching.

Principals and administrators in the Adventist educational system. The document should
be useful in establishing the direction for any curriculum planning, whether it involves
creating courses from scratch, adding to state syllabi, or evaluating units and resources.

Government authorities who want to see that there is an Adventist curriculum emphasis
which provides some justification for the existence of a distinctive Adventist school
system.
4
U SING THE F RAMEWORK
L AYOUT
The framework is comprised of four sections — philosophy and objectives, the planning
process, sample unit plans and appendices. The nature and purposes of each section are
set out below.
It is suggested that you read this page now before attempting to use the document for the
first time.
Section 1 - Philosophy
Section One is the philosophical section which shows the world view that undergirds the
framework. This section contains a philosophy statement, a rationale, a set of key ideas
which stem from the philosophy, and a set of objectives which have a Christian bias.
This section is meant to help teachers refresh their memories of the Christian perspective
they should teach from. They may consult this section when looking at longer-term
curriculum planning, and when thinking about unit objectives. They may also consider
adapting it or using it as is to form part of their geography program of work.
Section 2 - The Planning Process
Section Two is the “how to” section of the framework. It explains how teachers can plan a
topic or unit of work while thinking from a Christian perspective.
Section 3 - Unit Plans
Section Three shows practical examples of how to use the framework in unit planning. It is
meant to show how Section 2 can be used to produce a variety of possible approaches to
teaching valuing, thinking and other learning.
Section 4 - Appendices
Section Four contains additional information that may be helpful for planning units.
5
SECTION
1
P hilosophy S ECTION
I NDEX
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A Philosophy of Geography .
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Rationale
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Values-Oriented Objectives .
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P HILOSOPHY
Geographers study elements of both biophysical and built environments. In Adventist
schools, the study of the natural environment assumes the existence of a Creator-God who
has created all existing matter. The starting point of geographical knowledge is thus the act
of creation. Through studying this creation students are taught to appreciate not only its
aesthetic beauty, but also the need to live in harmony with its Creator’s laws. Students also
examine dramatic changes in the environment with the assumption that many of these
changes have been caused by the intense conflict between good and evil which is the result
of people’s separation from God and called Sin.
Because Christian geographers assume the existence of God, they reflect on their
relationship to God as they study geography. It follows that their study of the environment
should lead to a heightened awareness of their responsibilities in caring for their created
environment. Humans have induced changes in that environment. Some of these have been
negative changes which are ultimately from the effects of sin. The environment, therefore,
has been partially destroyed because of the alienation of humans and nature after sin
entered the earth. Geographical study in Adventist schools will emphasize the importance of
the concepts of restoration and stewardship. ‘Stewardship’ or ‘earthmanship’ are terms
conveying the idea that for the sake of both their own and future generations people should
carefully preserve and wisely manage their environmental resources. Students should be
taught to respect and maintain the quality of the natural environment, and to promote the
physical and spiritual welfare of the humans in that environment.
The concept of stewardship contains the idea that education should strengthen students’
desire to be of service to the community and to people in general. Students serve by
accepting community responsibilities, by preserving and improving the environment, and by
finding practical ways to help those in need. They develop their Christian commitment by
pursuing responsible and unselfish patterns of action.
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RATIONALE
Geography may be defined simply as the study of places and their people - where these
places are, what they are like, and what human activities go on in them and between them
(Natoli, 1984). Because geographers study a wide variety of physical and human resources
in many diverse places, they must explain similarities and differences between these
resources. Geography is therefore a subject which requires its students to draw relationships
between many different kinds of data, and between many disciplines - particularly the
sciences and the humanities. The need to solve problems by thinking about relationships
between people and places is one important justification for the study of geography in
schools.
Geography is also important in Christian education because it presents students with
opportunities to study God’s creation, and to understand the intricate and often fragile
relationships that exist in our environment. The student who investigates nature with a
Christian perspective can better determine his own place in a world which is largely without a
knowledge of God.
Concepts of stewardship and community service are two key values which sensitive
geographical study readily develops. There are numerous issues which arise out of
geographical study and which further support the place of geography in the curriculum. For
example, students may look at the geographical expression of religious values, conflicts of
social values in the ecological conservation debate, and the ethics of economic affluence
which depends partly on economic disadvantage in the third world. Study of the welfare of
humanity in different settings invariably raises issues of social justice and personal lifestyle,
issues which are the vehicle for students to clarify, analyse, acquire and judge important
personal values. In geography, they also have opportunity to develop empathy for the
disadvantaged and tolerance for, but not necessarily acceptance of values of other cultures.
In social group work, students can learn values associated with cooperation and
consideration of others’ perspectives. Developing the valuing process through studying
issues is therefore an important aspect of geographical learning. The intended outcome of
such learning is that students will be motivated to act out their values in serving others, in
seeking social justice, and in shaping their lifestyle.
In addition to its emphasis on values, geographical study is justified by its skill emphasis.
Inquiry skills focus on an array of thinking processes, and on the problem solving cycle which
is taught in other social sciences. So geography demands development of skills in seeing
problems, hypothesising, collecting data, and analysing and recording results. Geography
also presents a unique opportunity for the development of spatial awareness through the
study of maps, photographs and other resources. This study has been termed ‘graphicacy’
which is as necessary to education as are literacy and numeracy (Pinchemel, 1982).
The study of geography is also worthwhile because it naturally fosters understanding of
current events and the place of Australia New Zealand and the Pacific in the world. This
general knowledge is an important component of general education. Because geography
deals with current events and many kinds of phenomena in a global setting, it has the
potential to help students recognise and respond to change which may be local, regional,
national and international.
Thinking about different kinds of geographical phenomena encourages students to
develop a coherent world view, and the development of a reasonable world view is an
essential aspect of education. Geographical study is particularly helpful in
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understanding the world because its content considers human needs, whether they be
physical, social or spiritual, and geography students are led to reflect on the causes of such
needs, and on the social and religious issues which accompany them. When students
possess a coherent world view, they have greater capacity to cope with, and to contribute to
that world.
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Key Ideas Which Stem From the Philosophy
1. The study of the natural environment assumes the existence of a Creator-God.
2. There is controversy between good and evil seen in the natural and human environments
as well as in their interaction.
3. Christians should appreciate the aesthetic beauty of natural environments.
4. There is an obligation to live in harmony with the Creator’s laws.
5. Many changes in the environment are a direct result of human interference with natural
processes.
6. People have often had to make a choice between economic development and
destruction of the environment.
7. Geography develops a coherent Christian world view which gives a greater capacity to
cope with and to contribute to that world.
8. Geography encourages reflection on the student’s relationship to God.
9. Geography develops an awareness of responsibilities in caring for the created
environment.
10. The quality of the natural environment will be respected and conserved.
11. Christians will promote the physical and spiritual welfare of others.
12. Stewardship includes the idea of service to others.
13. Economic affluence in the rich countries depends partly on economic disadvantage in the
third world and help social injustice.
14. The welfare of humanity in different settings raises issues related to personal lifestyle.
15. Opportunities arise in geography to develop empathy and tolerance.
16. There is a demand for the development of decision-making skills based on sound
Christian values.
17. The unfinished task of taking God to those who do not know Him is seen to be enormous
but not impossible if each person contributes.
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OBJECTIVES
Know ledge
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To develop understanding both of the interactions within the biophysical environment,
and of the interactions between people and their environments.

To develop understanding of the spatial patterns of the location and distribution of
physical features and human activities on the earth’s surface.

To assist the development of a coherent world view through the study of a variety of
communities and environments.

To increase understanding of the interdependence of nations.

To make informed judgments about important social, economic, political and
environmental issues which have a geographical dimension.

To develop awareness of the contrasting opportunities and constraints felt by people
living in different social, economic, political and physical conditions.

To comprehend the nature of environmental change in order to know how to cope with
the change which operates in the dynamic systems which make up the world.

To become more familiar with the nature of the environment and cultural and political
identity of Australia and New Zealand and their position in the Asia Pacific region.
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To understand the basic concepts and terminology used in geography.
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To understand that various processes in the biophysical and built environments can
occur on a variety of scales - local, national and global.
Valuing

To recognise, understand and describe personal and other value positions.

To develop concern for and empathy with other cultures, social groups, and
environments.

To grasp the concept of ecological stewardship as it relates to the idea of humans as
caretakers of God’s creation.
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To develop an awareness of how sin causes alienation in the world, and to accept
responsibility to seek ways to restore alienated relation ships.

To develop an appreciation for the aesthetic qualities of the environment.

To develop an appreciation of the Adventist perspective on creationism and earth
chronology.

To increase awareness of the relationships between religious, political and social issues.
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To develop the ability to take responsible action on biophysical and built environmental
issues at individual, class, school and community level.

To develop the ability to evaluate the consequences of actions in relation to
environmental issues or situations.
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To develop the ability to use an understanding of value positions in relation to a particular
issue, and to apply problem solving skills to suggest possible outcomes.

To demonstrate a commitment to social justice.
Skills

To develop a range of skills which focus on the observation and accurate collection and
recording of data in fieldwork and classroom settings.

To develop a range of mapping and graphing skills.

To develop the cycle of skills required to initiate and conduct geographical inquiry. This
cycle includes questioning, stating problems, predicting, hypothesizing, collecting and
analysing data, generalising, and reporting conclusions.
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To develop basic skills of communicating information in oral, written and graphic form.
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To develop skills of profitably participating in group discussion and decision-making.
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SECTION
2
T HE P LANNING P ROCESS
I NDEX
Steps in Planning a Unit
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Sample Unit Summary – Population .
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Unit – Aboriginal use of the Environment .
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Guidelines for Planning a Unit
Development of Geographical Programs
& Units Using this Framework
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Planning a Unit
Below is a list of possible steps to include in the process of planning a unit.

Consult your state syllabus.
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Consult texts written for the syllabus, if available, and choose a text useful for your needs
and your student needs (eg appropriate reading level).

Consult with administration regarding standard program requirements for school.

Talk to another SDA geography teacher in the area.

Establish a timeline sequence of units for the year (do not do too many). A pro-forma is
enclosed on pages 34-35.

Decide on a format for your unit plan. See both the sample unit plan on Aboriginal use of
the environment in the next section of this framework (page 26), and the flow chart on
page 27. The beginning of a unit plan on page 27 has five elements: content, time,
outcomes, teaching strategies, and resources.

Decide on your content.

Decide on the number of periods per unit.

Decide on objectives and outcomes of each unit. Consult your syllabus and this
framework for knowledge, values and skills objectives and outcomes. You could use the
planning grid on pages 22-23 to help you get a Christian emphasis at the “objectives
level” of planning. Questions to ask include:
•
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Are these outcomes consistent with an Adventist worldview?
Can the value statements in the syllabus have a deeper significance etc?

Decide on teaching strategies, resources, and assessment strategies.

Insert a Christian values perspective in the “teaching strategies” column of your unit plan
by referring to the following pages (18-21) of this section of this framework document.
The table on pages 22-23 shows you an example of how you could match value prompts
with teaching methods. A blank table for your further use is found on page 37 of this
framework.

When planning teaching activities, ensure that there is balance in the unit by consulting
the lists of skills and competencies in the appendices to this framework.
A Christian Perspective o f Geography
In studying the world, the Christian teacher is reminded that God created it, and that it was,
and still is, beautiful (Gen. 1: 28-30). God expects humanity to be good stewards of His
beautiful environment, and to remember Him as creator. Because sin has entered the earth,
there is much human misery when human needs are not met. It is the Christian’s
responsibility to help the needy and to be of service to the community (Matt. 25: 34-46). In
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pursuing their tasks, Christians are confronted with all kinds of injustice which must be
addressed creatively (See Deut. 16: 18-20). Finally, the fragile ecosystem of the planet will
be restored when God recreates it (Rev. 21: 1). As Adventist Christian teachers who possess
a distinctive world view contemplate the world’s history and current state, they are inevitably
led to ask themselves some key questions about what they are attempting to achieve in their
classrooms. The following question framework is a checklist that teachers may refer to as a
guide for their selection of case studies, skills, concepts and values when planning courses.
Guidelines for Choosing Geography Course Content
The Geography Program should encourage students to recognise and evaluate their own
social, cultural, moral and religious values and to be aware of the value positions of other
people. To focus on values, the following check-list of key values to be taught in Geography
sets out some suggestions for choosing content.
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Guidelines for Planning a Unit
Values
Possible Methods to Teach Values
Social Responsibility

Do you study a variety of contrasting
human environments in order to make
students aware of human needs?
Include some of the following:
 Health problems of developing countries
 Contrasting urban areas
 Wealth versus poverty
 Rural versus urban environments

Does your program allow students to put
their concerns into action?
Provide opportunities to help others
 Fly ‘n’ build
 Voluntary collecting and giving
 Gardening
 Recycling
 Tree Planting
 Clean up Australia Day
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Does your subject allow students to
recognise valuing self as a requirement
for valuing others? To identify, clarify,
analyse and judge values?
Make the classroom environment supportive
and develop respect for others. Use valuing
teaching tactics.

Des your course develop the concept that Raise possibilities such as:
students can relieve suffering through
 Hospital visits
their own actions?
 Home help
 Forty Hour Famine
 Fundraising for charities

Does the course allow students to
develop positive moral decision making?
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Study the exploration of third world countries
or local examples which involve public
decision making.
Guidelines for Planning a Unit continued
Values
Possible Methods to Teach Values
Ecological Responsibility
1. Which environmental issues does your
course allow study in?
Foster awareness of local issues Christians
should be involved with, such as forestry,
estuary usage, etc.
2. Does your course develop skills which
raise an awareness of the need to care
for and maintain the environment?
Examine local problems. Study of
regeneration patterns over time.
3. Does your course allow students to
assess environmental ecological
problems, and find out why and where
these have originated?
Study the effect of pollution on organisms.
4. Does your course allow for materials
which discriminate between propaganda
and truth?
Use materials written from opposing
viewpoints.
5. Does your course allow students to
demonstrate an active interest and
involvement in conservation issues?
Write letters to local politicians. Be
responsible for personal actions in natural
areas. Encourage others to be aware of their
actions in the environment. For example, do
not litter, keep tracks to protect fragile areas.
Care of school or home environments. Use
of non-fluorocarbon products. Conservation
of energy, water, etc.
Empathy
1. Does your course allow students to
develop sympathy for peers and people
throughout the world?
Use Asian Aid or examples of World Vision
people.
2. Do you show that by caring for others’
physical needs you may then use the
opportunity to care for spiritual needs?
Talk about ADRA.
Missionaries – show slides, invite speakers.
Refer to needs of Muslims in countries with
limited access – eg. Nepal
3. Do you allow the exposure to the idea of
equitable distribution of resources?
Choose topics which show the vicious cycle
of poverty – India, Peru. Explain the function
of offerings.
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G ui de l i ne s f or P l a n ni n g a Uni t
Values
( c o nt i n ue d )
Possible Methods to Teach Values
Awareness of alienation
1. Does your course allow students to
develop insights into the real cause of
current affairs?
Discuss effects of sin.
Use newspaper clippings of current events
related to topics studied to show relevance to
life situations.
2. Does your course allow students to
demonstrate abilities in identifying and
presenting plausible solutions to
problems in the world?
Discuss issues such as:
a) Squatter settlements
b) Exploitation
c) Land use conflict
d) Refugees
3. Do you make your students aware of the
breakdown of God’s original plan, which
has led to the suffering and despair
associated with both natural and man
made disasters?
Refer to disasters such as floods and
droughts which could have been induced by
man, as well as natural disasters such as
volcanoes, earthquakes and floods.
Appreciation and sensitivity
1. Do you allow students to publicly and
spontaneously acknowledge God as
creator?
During study of the natural environment,
class worships and field trips.
2. Do you encourage students to draw
spiritual lessons from their environment?
Observe patterns and processes.
3. Do you encourage sensitivity to the
environment as a method of facilitating
relationships with God?
Organise field trips and the observation of
natural landscapes. Beauty is often visible
even through harsh environments like snow
clad mountains.
4. Do you encourage the development of
students’ aesthetic abilities?
Encourage the attractive presentation of
diagrams and work. Mention local examples
of perceived beauty or ugliness.
5. Do you share personal experience which
amplifies your person values?
Live out and talk the values your pursue.
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G ui de l i ne s f or P l a n ni n g a Uni t
Values
( c o n t i n ue d )
Possible Methods to Teach Values
Worship and witness
1. Do you study a variety of natural
communities and environments in order
to develop an enhanced sense of
adoration and worship of God?
Show the power of the creator God through
the study of natural patterns and processes.
Note the wealth God has provided in
ecosystems such as wetlands, rain forests
and mountain ranges.
2. Do you develop a Christian sense of
mission?
Include local and overseas examples such
as:
a) Water supply in third world countries
b) Aid organisations eg ADRA
c) Career opportunities after leaving school
d) A definition of the concept of ‘neighbour’
3. Do you assist students to develop skills
that help others find God?
Include skills of:
a) Planning
b) Improvement of land
c) Reflection on nature and its meaning
d) Research
4. Does your course give students the
opportunity to analyse a variety of
religious and other cultures as
preparation for effective Christian
witness?
Refer to community examples of:
a) Third world belief systems
b) Australian attitudes and culture
c) Special needs such as the need to better
understand minority groups eg
Aboriginals
5. Does your course allow students to
compare their beliefs with those of other
cultures (eg African, Asian)?
Buddhist versus Christians.
Australia? NZ. Versus Pacific Islands.
6. Do you provide opportunities for mission
or other service?
Sponsoring Asian Aid student.
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Sample unit summary – population
Below is an example of how you may use the guidelines set out on the previous four pages
of this framework to make a summary of links between values and teaching methods in a
teaching unit. A blank summary sheet which could be used in making your own summaries is
found in the appendices on page 38-39.
Values
Possible Methods to Teach Values
Social Responsibility
Variety of contrasting human environments
taught?
Urban versus rural, ghettos and slums
Can students put concerns into action?
Letters to politicians
Is the class environment supportive of
individuals?
Multicultural support in the class for different
cultures
Is valuing self a requirement for valuing
others?
Respect courtesy when working in groups
(group norms)
Can students see that they can relieve
suffering?
ADRA appeal, Asian Aid, class projects –
Forty Hour famine
Can students develop positive moral
decision-making?
Read about racism – develop set of class
behaviours
Ecological Responsibility
What local issues are included?
Urban sprawl, pollution, traffic congestion
Is awareness for environmental care raised?
Watch local news, read paper articles
Assessment of environmental problems?
Visit local creek, survey pollution over a
period of time
Use of a variety of materials which help
students discriminate?
Use papers, videos, journals, texts
Active interest in conservation issues
available?
Guest from local conservation group
Empathy
Is sympathy and awareness of others
encouraged?
Discuss homeless problems, street kids
Is there correlation between physical and
spiritual needs?
Role of Salvation Army
Is equitable distribution of resources
discussed?
Rich versus poor (comparison of suburbs –
field trip)
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S a m pl e uni t s um m a r y – p o pul a t i o n
Values
( c o n t i nu e d)
Possible Methods to Teach Values
Awareness of alienation
Are the real causes of world problems
discussed?
Are plausible solutions to problems sought?
Debate solutions to urban poverty
Is the breakdown of God’s plan discussed?
Appreciation and Sensitivity
Are students encouraged to acknowledge
God?
Are attempts made to draw spiritual lessons?
Is the correlation between nature and God
established?
Comparison of Urban and natural
landscapes (field trip)
Are aesthetic abilities encouraged?
Poster on urban problems
Are personal experiences valued in the
classroom?
Food and costume displays of class cultural
groups
Worship and Witness
Do you develop a Christian sense of
mission?
Talk by returned missionary – slides
Are ‘saving’ skills developed?
Are other religions analysed as
comparisons?
Christian versus pagan religions –
missionary
Can students compare their beliefs with
others?
Are community service opportunities
provided?
21
ADRA appeal, soup run for homeless, city
mission
SECTION
3
U nit p lans
I NDEX
Unit – Aboriginal Use of the Environment .
22
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Development of Geography Programs & Units .
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23
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Unit: aboriginal use of the environment
Content
Time
Outcomes
Teaching
Strategies
Resources
Students should be able to:
1.
Aboriginal
heritage
1

Appreciate
Australia’s
Aboriginal heritage
 Recognise were
Australia’s first
inhabitants

Use a variety of
sources (eg text,
photos, video, film,
handouts, etc)
2. Location
1

Identify changes
in location and
number

3. Aboriginal use
of the
environment
2

Understand
Aboriginal use of the
Australian
environment

4. Contrast with
Australian
attitudes
towards use of
environment
1

Distinguish
between Aboriginal
and Christian
approaches to
environmental
management

5. Case study
regarding
Kakadu
2

Identify a variety
of perspectives that
people use in
environmental
management (eg,
ranger, tourist,
miner, politician,
local resident)
 State a personal
value position

Use of map and
statistical information
(reading,
interpreting,
analysing)
Use of variety of
sources, eg guest
speaker
Class discussion,
brainstorming, group
discussion
 Contrast exploitive
Christian views with
sustainable use (as
found in Genesis 1
and 2)
Use case study
material on Kakadu
(kit, video)
 Class debate, role
play, group work
Assessment: Choose from a variety to suit requirements
 Draw a map or graph
 Video response report
 Library research
 Report – group, individual – on management
State and justify value positions
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Video
“Aboriginal
Australians”
“Australia
Today” series

Issue
magazine
 4 Corners
“Kakadu” video
 NPWS Plan
Management
Booklet
 Classroom
project: Video
“Kakadu”

Development of Geography Programs & Units
Using this Framework
Geography Philosophy and Rationale
Objectives
Knowledge*
Content
Time
Valuing*
Objectives
Skills*
Teaching
Resources
Strategies
Aboriginal
Heritage
2 Weeks
1, 3, 5, 9, 12, 13,
17, 23, 26, 27
Use a variety of
resources (eg text,
photos, video, film,
handouts)
Video:
“Aboriginal
Australia”
Kakadu Assignment
F or e x a m pl e s o f t h e o b j e c t i ve s , s e e pa g e 11
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25
SECTION
4
A PPENDICES
I NDEX
Geographical Skills
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27
Teaching the Key Competencies .
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29
Sample Yearly Planners
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.
31
Appendix 4 – Values Summary Chart .
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.
34
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.
Geographical Skills
Geography teaching involves the systematic development of a range of different kinds of
thinking, valuing, observational, inquiry, decision-making, research, communication, data
processing, graphing, fieldwork and social skills. Particularly important are the processes of
inquiry and decision-making. However if inquiry is taught without reference to Christian
values, or if knowledge is always presented as being tentative or confirmed only by the
senses, then there is cause for concern. Adventist geographers seek to include not only
scientific method, but also matters of moral sensitivity, feeling and faith. The issue here is
one of emphasis.
Below is a basic list of types of skills considered essential for geographers.
Types of skills include:
Basic Literacy Skills




Comprehend
Compose and write
Use grammar
Spell
Practical



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








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

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Mapping
Interpretation
Construction
Field skills
Observation
Data gathering
Recording
Interpretation
Evaluation
Measurement and calculation
Graphing
Graphics
Sketches
Photograph interpretation
Diagrams
Model interpretation
Cartoon analysis
Making and interpreting 3D models
Research





Initiate
Locate information
Read information
Process information
Present information
Thinking
Acquire and Integrate Knowledge
• Understand content — ideas, facts
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-Construct meaning
-Organise knowledge
patterns
graphic organisers
-Store knowledge - rehearse, elaborate, link
• Understand procedural knowledge — processes, skills
-Construct models - sets of steps, strategies, rules, sets of related ideas
-Shape knowledge - illustrate or give examples
-Internalise - perform a skill or process with ease
Extend and Refine Knowledge
• Compare
• Classify
• Induce - draw conclusions based on evidence or particular situations
• Deduce - infer, derive a conclusion from something already known
• Analyse errors
• Construct support - use different kinds of evidence and reason to justify a position
• Abstract - look at a situation and identify its basic elements in another situation
• Analyse perspectives - identify a stance on an issue, and the reasoning behind the stance
Use Knowledge Meaningfully
• Make decisions
• Investigate
• Inquire experimentally - explain a situation and make further predictions
• Solve problems
• Invent
Productive Habits of Mind
• Think and learn in a self-regulating way
• Think critically
• Think creatively
• Set personal goals
Valuing
• Identify values
• Clarify values
• Rank values
• Evaluate sources of authority
• Make value judgments
• Make choices
• Act out values
28
Teaching the Key Competencies
Working With Others and in Teams
This competency focuses on working with others. It includes the capacity to:
 interact effectively with other people on a one to one basis (eg listen carefully, show trust,
keep agreements, communicate)
 interact effectively with other people in groups (eg collaborate and cooperate, and
recognise the value and contributions of others)
 understand and respond to the needs of a client (eg use questioning, listening and
negotiation skills and make responses which meet mutual expectations)
 work effectively as a team member to achieve a shared goal (eg negotiate, be
responsible, work towards agreed goals, give constructive feedback to the group)
Using Mathematical Ideas
This competency focuses on using mathematical ideas and techniques for practical
purposes. It includes the capacity to:





clarify the purposes and objectives of the activity or task (ie so that we can then identify
the most appropriate mathematical ideas and techniques to use)
select appropriate mathematical ideas and techniques for our purposes
apply mathematical procedures and techniques with precision and accuracy
judge levels of precision and accuracy appropriate to the situation
interpret and explain a solution for given context, and evaluate the effectiveness and
efficiency of the methods used
Solving Problems
This competency focuses on problem solving strategies. It includes the capacity to do the
following:








apply problem solving strategies where the solution is clearly evident
analyse problems by identifying their similarities with previous learning
display confidence in problem solving
apply critical thinking and a creative approach to solving problems by doing the following:
clarify the problem by identifying all of its relevant aspects
apply chosen strategies and adapt them where necessary to achieve the desired
outcomes
explore possible solutions
evaluate the effectiveness of the strategies chosen to solve the problem
Using Technology
This competency focuses on using technology by combining physical and sensory skills
(needed to operate equipment) with the understanding of scientific and technological
principles (needed to explore and adapt systems).
It includes the capacity to do the following:

29
clarify and define the purposes and objectives for the use of technology in a situation





30
assess the function and suitability of materials, equipment and processes for a given task
select and use systems, techniques, equipment and materials to achieve desired
outcomes
use equipment, materials and processes safely, with regard for safety, the rights of
others, and social and environmental implications
select or adapt equipment, materials and procedures to optimise the use of existing
resources and account for the capacity of the people involved
design, create, or hypothesise about possible technological solutions
Sample Yearly Planners
32
33
Appendix Four: Values Summary Chart
Value prompts
possible methods to teach values
Social Responsibility
Variety of contrasting human environments taught?
Can students put concerns into action?
Is the class environment supportive of individuals?
Is valuing self a requirement for valuing others?
Can students see that they can relieve suffering?
Can students develop positive moral decision making?
Ecological Responsibility
What local issues are included?
Is awareness for environmental care raised?
Assessment of environmental problems?
Use of a variety of materials which help students discriminate?
Active interest in conservation issues available?
Empathy
Is sympathy and awareness of others encouraged?
Is there correlation between physical and spiritual needs?
Is equitable distribution or resources discussed?
Aw ar en es s of Al i en ati o n
Are the real causes of world problems discussed?
Are plausible solutions to problems sought?
Is the breakdown of God’s plan discussed?
Appreciation and sensitivity
Are students encouraged to acknowledge God?
Are attempts made to draw spiritual lessons?
Is the correlation between nature and God established?
Are aesthetic abilities encouraged?
Are personal experiences valued in the classroom?
Worship and witness
Do you develop a Christian sense of mission?
Are ‘saving’ skills developed?
Are other religions analysed as comparisons?
Can students compare their beliefs with others?
Are community service opportunities provided?
34